Ofsted & Assessment for Learning: How Outstanding AfL supports & demonstrates progression in the classroom & during inspection
The great progress in 20 minutes debate
What do we define as progress? Ofsted Teachers Learners
Inspectors must consider whether: work is challenging enough for all pupils and meets their individual needs pupils responses demonstrate sufficient gains in their knowledge, skills and understanding, including in literacy and mathematics teachers monitor pupils progress in lessons and use the information well to adapt their teaching teachers use questioning and discussion to assess the effectiveness of their teaching and promote pupils learning pupils understand well how to improve their work. how well and frequently marking, assessment and testing are used to help teachers improve pupils learning
Outstanding (1) All teachers have consistently high expectations of all pupils. Teachers systematically and effectively check pupils understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning. Consistently high quality marking and constructive feedback from teachers ensure that pupils make rapid gains. Teachers use well-judged and often inspirational teaching strategies, including setting appropriate homework that, together with sharply focused and timely support and intervention, match individual needs accurately.
Good Outstanding Teaching in most subjects, including English and mathematics, is usually good, with examples of some outstanding teaching. As a result, most pupils and groups of pupils currently on roll in the school, including disabled pupils, those who have special educational needs, and those for whom the pupil premium provides support, make good progress and achieve well over time. Teachers have high expectations. They plan and teach lessons that deepen pupils knowledge and understanding and enable them to develop a range of skills across the curriculum. Teachers listen to, carefully observe and skilfully question pupils during lessons in order to reshape tasks and explanations to improve learning. Much of the teaching in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all pupils currently on roll in the school, including disabled pupils, those who have special educational needs and those for whom the pupil premium provides support, are making rapid and sustained progress. All teachers have consistently high expectations of all pupils. They plan and teach lessons that enable pupils to learn exceptionally well across the curriculum. Teachers systematically and effectively check pupils understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning.
Good Outstanding Teachers assess pupils learning and progress regularly and accurately. They ensure that pupils know how well they have done and what they need to do to improve. Consistently high quality marking and constructive feedback from teachers ensure that pupils make rapid gains. Effective teaching strategies, including setting appropriate homework, and appropriately targeted support and intervention are matched well to most pupils individual needs, including those most and least able, so that pupils learn well in lessons. Teachers use well-judged and often inspirational teaching strategies, including setting appropriate homework that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well across the curriculum.
Progress over time
Lessons: What do observers often see? Start Teacher Pupils TAs Teacher Pupils TAs End Teacher Pupils TAs
How can learning and progression be made more explicit?
ER Patient arrives Paramedic report (Prior learning and data)
ER Initial diagnosis/hypothesis (Identification of learning needs)
ER Initial treatment (Teaching strategies and tasks)
ER Monitoring of reponse (Assessment for Learning)
ER Revision of treatment (Intervention)
So how do we know if they re learning?
How good are you at AfL? How do you know? How do I know?
Tools versus strategies
To know if learning is happening we have to shake the box! Learners have to do or say something. Questions and activities need to generate informative outcomes.
Questioning Test Diagnose Stimulate
Dylan William IRE Whose answer is it? Initiation Response Evaluation Pose - Pause Pounce Bounce But.beware of taking over the answer
What impact will the question have on my learners? How will they react, respond, feel and think?
Ask harder questions!
It s not what you ask..
What do you notice? What do you wonder?
Tweaking the wording Which way of solving the problem was the best? Which way of solving the problem do you think was the best? How is 4 x 5 different from 5 X 4? Is it OK to say 4 X 5 instead of 5 x 4? What is a noun? How might you explain nouns to someone else?
Questioning Test Diagnose Stimulate
Hinge questions A Hinge question is based on the concept that it is critical for pupils to understand key topics before moving on
http://www.slideshare.net/gtmgs/dylan-wiliam-breakout-1-questioning
Hinge questions Quick way to assess a large group. Answers have enough similarity to appear to be correct. Learner has to understand in order to be able to identify the answer.
Questioning Test Diagnose Stimulate
True, False, Maybe? The product of two numbers is a whole number. The spaces between the words in s story are part of the story. Water boils quicker at the top of a mountain than at the bottom. Harry Potter is a good role model.
PLANNING Objectives Assessment Activities
We are learning to: Use cut and paste to re-order the instructions for making scrambled eggs.
What kinds of activities enable and expose learning? Application Questioning Creativity Problem-solving Discussion Pupils explaining Question generation Evaluation Re-presenting
Creative teaching! Engagement or enthrallment?
Teacher = Architect
Learner = Builder
Means Motive Opportunity
Peer and Self-assessment
Peer and self assessment Asking good questions Challenge Connecting ideas Understanding the bigger picture Reflection and evaluation Collaboration Clear success criteria
QUICK WINS! Reflection time Supervisory peer checking Collaborative problem solving activities Creative activities explain/illustrate Discussion/debate Evaluation/analysis
No plan survives contact with the enemy! Commander s intent Helmuth Karl Bernhard Graf [1] von Moltke
Assessment For Learning (Checking for learning?) Destination Checking for landmarks Next directions Re-calculation